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Updated: Jan 11, 2026

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Depathologising the university.

Dan Goodley1

  • 1iHuman, University of Sheffield, Sheffield, UK.

Pedagogy, Culture & Society
|November 18, 2025
PubMed
Summary

This study proposes depathologising universities by centering disability in discussions on decolonisation and inclusion. It argues for rethinking higher education

Area of Science:

  • Higher Education Studies
  • Disability Studies
  • Decolonial Studies

Background:

  • Equality, Diversity, and Inclusion (EDI) initiatives in higher education often sideline disability issues.
  • Universities possess a colonial and ableist heritage that requires critical examination.
  • Student campaigns highlight systemic issues within higher education institutions.

Purpose of the Study:

  • To propose depathologising the university as a novel mode of engagement.
  • To address the omission of disability in current EDI discourse and practice.
  • To explore how decolonisation and depathologisation can foster more inclusive university environments.

Main Methods:

  • Engaging in a conceptual dialogue between decolonisation and depathologisation.
Keywords:
decolonisationdepathologisationdiversity and inclusionequalityuniversity

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  • Analyzing recent campaigns by Black and Minority Ethnic and disabled students in the UK.
  • Introducing the 'Disability Matters' research program focused on disability as a central inquiry subject.

    • Main Results:

    • Student campaigns reveal the colonial and ableist underpinnings of universities.
    • Decolonisation and depathologisation emerge as critical modes for university engagement.
    • The 'Disability Matters' program aims to foster inclusive university environments.

    Conclusions:

    • Depathologising the university is essential for genuine inclusion.
    • Decolonial perspectives can enrich the project of depathologisation.
    • Disability's disruptive potential offers a pathway to fundamentally rethink higher education.